Options Booklet (KS4) - Ysgol Llanhari KS4 Options Bklt E… · Options Booklet (KS4) September...

Options Booklet (KS4)September 2014

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Introduction

The next school year will be a very important one for your son/daughter. Until now he/she hastaken more or less the same subjects from year to year and everybody's timetable has lookedvery much the same.

Next year will be different. Your son/daughter will continue to study some subjects, drop othersand perhaps take some entirely new subjects. Therefore during the coming weeks yourson/daughter will be asked to choose his/her subjects for the next two years. It is mostimportant that he/she chooses wisely as the choices could well affect his/her future.

The following sections give an outline of Years 10 and 11, the external examinations and alsothe factors to consider when choosing subjects for external examinations.

Unfortunately, we cannot guarantee the availability of all subjects. Sometimes alterations haveto be made depending on pupil choices, numbers and staffing. The school will inform you assoon as possible if we have to change a course or delete an option in order that yourson/daughter can make another choice.

Meirion StephensHeadteacher

General Certificate Of Secondary Education (GCSE)The main features of the GCSE system are:

• It is a single system of examinations, with a single system ofgrades which means that the performance of all children will beassessed in a similar way.

• The examinations will test not only memory and orderlypresentation of facts but also understanding, practical and otherskills, and the ability to apply knowledge. The idea is to show whatthey have achieved as individuals rather than how they comparewith their peers, which is how they were judged in the past.

• GCSE examinations are designed to give students the widestopportunity to experience success. Most subjects, therefore, offerexamination papers in two tiers – one of which allows the studentto attain the highest possible level. Every pupil is therefore giventhe best chance to show his/her understanding and ability.

The school will guide pupils on which papers and questions toattempt.• Another important point is the fact that the quality of the pupil's

normal school work is taken into account in the final assessment.This is done in order to be fair to those whose performance in anexamination room is likely to do them less than justice.

The Entry Level Certificate (ELC)The courses leading to the Entry Level Certificate (ELC) are designedfor those pupils who would find GCSE courses more challenging. Thecourses have been carefully prepared in order to allow pupils toexperience success in external examinations at the end of theirschool career.

Each course will run for the five terms leading to the end of theEaster term in the fifth year. At the end of the course the pupil will sitan examination but the award of a certificate is dependent upon thestandard of the pupil's coursework as well as his/her performance inthe examination. The pupil's coursework will be assessedcontinuously by his/her teacher.

The school can offer ELC courses in some subjects.

Pupils will be advised to follow ELC courses in Welsh, English andMathematics by the departments.

External Examinations

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Key Stage 4 ArrangementsEvery pupil in Year 10 will study Welsh, English, Mathematics, Science,Religious Education, Physical Education, Life Skills and four optionalsubjects. A pupil will receive six lessons in Welsh, English andMathematics, nine lessons in Science, two in Religious Education(Religious Education is now regarded as a statutory subject and assuch all pupils in years 10 and 11 are required by Law to study it) andsix lessons in each of the optional subjects. In the Core subjectspupils will be placed in sets according to the examination mostsuitable to their attainment.

The courses in all the above subjects lead to either the GeneralCertificate of Secondary Education (GCSE) or to the Entry LevelCertificate ELC) in some subjects. Students also have the opportunityto choose Vocational GCSE subjects such as a VRQ or BTECqualifications. Therefore it will be possible for students to sit externalexaminations in at least ten subjects at the end of year 11. Somesubjects will also enter pupils for GCSE examinations at the end ofyear 10. Of course, it will be possible for those pupils who sit

Language and Literature papers in Welsh and English and who followa dual/double award science course to obtain a certificate in thirteensubjects. The Religious Education course is GCSE Short Course.

In addition to the courses which lead to an external examinationevery pupil will receive two lessons of Physical Education. ThePersonal Future programme will contain the following elements:Careers Guidance, Moral Education, Health Education, EconomicAwareness, Sustainability, Sex and Drugs Education. This will beoffered by collapsing the timetable on certain days during the year.

The Optional SubjectsIn choosing the subjects from the columns you must ensure that yourcurriculum is broad and balanced, and that you do not restrict yourchoice to a number of similar subjects. Too much specialisation at thisstage could lead to disappointment later on, and you could find manydoors closed to you as far as a career goes.

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Vocational PathwaysYou may choose one of the following courses:• Hairdressing

• Construction

• Public Services*

• Applied Science

• Employment

• Business Studies*

All courses are at level 2 (apart from Hairdressing which is a VRQLevel 1) and the equivalent to GCSE. Some are a double award* andoffer the equivalent of 2 GCSE’s.

These courses introduce information and skills which are based on aparticular vocational area. Vocational courses offer a full qualificationwhich are recognised Nationally.

The courses are delivered and completed in a different way to thosetraditional GCSE and ELC subjects. Students have said that theyenjoy the variation, the flexibility and the independence that thecourses offer.

Other points to note are:• students take more responsibility for their own education.• the courses give the student the freedom to decide what to do and

how to do it.• students can work independently or as part of a team completing

short projects and extended assignments.• students develop skills in a vocational area, and discover how

relative Vocational Courses are to life after leaving school.• every unit is assessed by course work or a test throughout the

course, whilst working towards set targets.

Every student:• develops knowledge about essential skills required for a

particular field

• learns how to communicate effectively

• learns how to use numeracy in their work

• learns skills in information technology

• develops skills which enable him/her to work as part of a team,planning skills and data handling skills

National Vocational Qualifications - VRQThe following courses are offered:• Hairdressing

VRQ courses are based on specific skills needed for working in a particularfield. They are more specific than GNVQ courses and they are practicallyoriented as they concentrate on what the student can do.

A VRQ Level one qualification refers to the ability to be able tocomplete a range of varying practical activities which are the basis ofthe particular field of work.

Where then?As the school is working in partnership with Glamorgan College,students who have gained a level one VRQ will be in a strong positionto follow a further Level 2 course in the College or possibly at school.

Completing the course successfully will give students an advantagewhen looking for work, especially if they wish to combine work withfurther study.

Staying in school?Following the NVQ course will not affect your chances of developingyour education in another direction at the end of year 11.

Is the course suitable for me?Every student wishing to follow this course will be expected to havean interview with the head of department. The course is suitable foryou if:

• you have an interest in the vocational field

• you enjoy practical work and are keen to develop your skills

• you are willing to work conscientiously in order to completeassignments promptly

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Points to ConsiderThere is no simple formula for choosing a learning pathway and thereare a number of factors to consider.

Has your son/daughter decided what to do at the end of year 11?Does he/she intend to:

• Return to school to follow Advanced Supplementary Courses,Vocational Courses or a combination of both.

• Return to school to follow a Vocational Course?

• Look for a job or join a training scheme?

• Go to a Technical College?

If your son/daughter knows what he/she hopes to do at the end ofyear 11 then he/she should take this into consideration when choosinghis/her courses. However, not many year 9 pupils have decided whatthey will do with their lives and even those who seem to have done somay easily change their minds two or three years later.

NOTE: A recent report on the 16-19 curriculum in the school carriedout by the District Auditors revealed a definite connection betweenpupils' performances in GCSE and achievement in A Level* courses.The report advised us to inform parents and potential AdvancedSubsidiary Level pupils of these findings.

It was noted that a significant percentage of those who gained lessthan 36 points in GCSE (Grade A* = 8, A = 7, B = 6, C = 5, D = 4, E =3, F = 2, G = 1 point) had encountered considerable difficulties intheir A Level courses and indeed had not completed the coursesuccessfully. Therefore in order to complete A Level coursessuccessfully we recommend that your son/daughter should berealistic about any potential achievements in GCSE.

For successful completion of Vocational courses offered in years 12and 13 the requirements are more varied.

Naturally, there will be opportunities for discussion and negotiationin two years time.

* The report is based on the connection between GCSE courses andthe (by now) old system of examining Advanced Level. We areconfident that a similar connection will be seen when comparingGCSE to the new Advanced Subsidiary

Does your son/daughter have any particular career in view?Once again, very few year 9 pupils have a definite idea about whichcareer they would like to follow. The most important criterion for achoice of subject in the eyes of pupils and their parents is that itcould be useful to a future career. At this stage, however, it is sensibleto keep one’s choices as broad as possible. Too narrow a choice ofsubjects now may lead to difficult adjustments or disappointmentslater. It is far better to keep as many options open as possible andaim for a broad balanced choice of subjects. This will give a good basefor a general education and your child can be much more flexible inmaking a final choice of career.

Subject choices for leisure.There is no need to relate every subject chosen to a job or career. It is verylikely that your child's generation will find more leisure time at theirdisposal than any previous generation. This provides a good reason forchoosing some subjects which will enable your child to enjoy his/herspare time or which will be of use to him/her in everyday life.

Points to Consider...Is studying eleven or more subjects at GCSE level too much of aburden?If so, then some of the courses leading to the Entry LevelCertificate (ELC), the Vocational Courses, the National VocationalQualification (NVQ) or BTEC qualification may be the answer.The school has allocated more lessons to GCSE option subjectsfrom 2011.

Who can help your son/daughter to choose his/her subjects?

The Subject Teacher or Subject Leader.The subject teacher or relevant Subject Leader can give details of thecourse followed in his/her subject along with details of teachingmethods and methods of assessment. The subject teacher will also bethe best person to judge whether or not a particular course is suitablefor your child.

The Careers Teacher/Careers Officer.They can give valuable information regarding the subjects which arenecessary to follow a particular career path. They can also give adviceon the entrance requirements of various colleges. Your Local CareersOfficer can be contacted on the following number, 01443 842077.

Year 9 and 10 Attainment Standards Leader.The Attainment Standards Leader will be well acquainted with thebusiness of choosing subjects and the considerations associated withit. Any pupil or parent is welcome to contact them if they have anyproblem or if they need advice.

The Personal Tutor.The Personal Tutor often knows your son/daughter better than anyoneelse in school especially if he/she has tutored the pupil for the whole ofthe three years since entry. Pastoral interviews in which the pupil ishelped to set targets and formulate an action plan can enable the Tutorto have a balanced idea of the pupil's talents, abilities and interests.

What can you as parents do to help your son/daughter?Parents have a vital role to play in their children's choice.You are advised to involve yourselves in their decisions by:

• Regularly monitoring carefully your son/daughter's academicability and progress, praising and encouraging as much as possible

• Encouraging him/her to develop and extend on any social skillswhich he/she may have and make sure that successes are recordedfor inclusion in the Progress File

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Points to Consider (continued)• Consider his/her interest and personality

• Arranging opportunities to discuss possible careers withpractitioners

• Reading this booklet and discussing the points made with yourson/daughter

• Helping him/her to plan short, middle and long term targets inorder to achieve goals

• Attending the parents' evenings

• Contacting the school to discuss the choice in greater detail

Points to Consider...Sometimes a pupil experiences pressure from parents, althoughthis is certainly not intended. This can lead to conflict, concernand worry. Remember, as we are in school, parents are there tohelp and support but the final decision must be made by thepupil.

What to do after choosing the subjects?

When your son/daughter has chosen his/her subjects you are asked toreturn the Subject Choices form to your son/daughters Personal Tutor.

I offer my best wishes in your discussions, and with the final decision– this is an exciting period for you and your son/daughter.Remember, we are here to help – if you have a problem then pleasefeel free to pick up the phone at any time!

Meirion StephensHeadteacher

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Welsh GCSE Literature (Higher and Foundation)

Length of Course:2 Years

Course Description:This course aims to nature candidates' interest and enthusiasm in WelshLiterature and prepare them to participate in a bilingual society. It alsohelps students to make informed choices in regard to further study andcareer choices. The course enables candidates to understand and respondto a variety of literary material by reading extensively and undertaking in-depth study of literature from various periods. They are required torespond to literary productions which have been produced for the media.Their skills of literary analysis are developed including the use of languagefor effect. Students are expected to respond to materials studied orallyand on paper. They will be helped to the gain the information,understanding and skills necessary for further study in Welsh at Level 3 inthe National Qualifications Framework. Framework.

Accreditation:Grades: A*- D (Higher Tier)Grades C - G (Foundation Tier)

Examination Board:WJEC

Course Content:A specific novel and a series of poems based on four themes will bestudied. For the Llunyddiaeth examination, students are required toanalyse a film or a television series. They are required to submit twocoursework assignments: an analytical essay based on short stories and acreative task based on a drama.

Method of Assessment/Examination:Pupils are examined on their knowledge of the novel and poems in theform of a written examination worth 45% of the final mark.

The coursework consists of two written assignments which is assessedinternally and is worth 25%.

The discussion of the film or television series is examined by means of anoral exam worth 30% of the final mark.

Examination: 45% Controlled Assessment: 25% Oral: 30%

Progression/Career Opportunities:Good GCSE Higher pass grades can greatly enhance employmentopportunities and prepare students for progression to AS Level study.

A GCSE Foundation grade increases pupils’ opportunities in the workplace.

Core Subjects

Pupils in year 10 and 11 are required to study the Core Subjects: • Welsh • English• Mathematics• Science

Compulsory SubjectsPupils in year 10 and 11 are also required to study

Personal and Social Education • Physical Education • Religious Education

Welsh GCSE Language (Higher and Foundation)

Length of Course:2 years

Course Description:One of the main aims of this course is to nurture candidates’ interestand enthusiasm in the Welsh language. It also aims to prepare themto make an effective contribution to a bilingual society and to makeinformed choices regarding further learning opportunities and careerchoices. In addition, candidates’ ability to communicate confidentlyand effectively in the language will be nurtured as well as life skillswhich will meet their own needs and those of the workplace andfurther education establishments. They will be helped to the gain theinformation, understanding and skills necessary for further study inWelsh at Level 3 in the National Qualifications Framework.



Course Content:The following skills are assessed: Oral (30%) Reading (30%)Writing (40%)

Method of Assessment/Examination:Candidates will be required to: • communicate individually and discuss as members of a group using

language suitable to the context and audience • read and respond to a variety of creative and factual reading

materials • write using a number of literary forms • write for various purposes and audiences • give due care and attention to grammatical accuracy in oral and

written work.

There is one written examination paper which counts for 40% of thefinal grade. This paper, which is 2¼ hours long, assesses candidates’reading and writing skills.

In addition, 60% of the total marks are given for work carried outunder ‘controlled conditions.’ This includes two oral tasks (anindividual presentation and a group discussion) and three writtentasks: a factual / creative writing task, a discursive task and a taskbased on a literary text. Together, these assignments constitute 40%of the final grade.

Examination: 40% ‘Controlled’ Assessment: 60%

Progression/Career Opportunities:A good GCSE pass can greatly enhance employment opportunitiesand prepare students to study other courses through the medium ofWelsh.

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English GCSE Language (Higher and Foundation)


Course Description:The main aim is to develop pupils’ ability to communicate effectivelyin speech and writing and to listen with understanding. They will begiven an opportunity to read a wide variety of literature, non-fictionand media texts, which will develop their appreciation of differentgenres and styles, extend their ideas and encourage independentwider reading and critical thinking. Pupils will write for a range ofpurposes and in a variety of forms, including writing for creative andimaginative purposes, and writing to inform others. Pupils will begiven the opportunity to talk and listen in a variety of contexts,adapting to different audiences and situations and reflecting on theirown contributions and those of others.



Course Content:Reading, Writing, Speaking and Listening

Method of Assessment:There will be two written papers, each worth 30% of the final mark.Each paper will assess the pupils’ ability to read and respond to anunfamiliar text, as well as the ability to write in different genres. Unit

1 will include reading and responding to a prose extract and animaginative writing task and Unit 2 will include reading andresponding to non-fiction material and a transactional writing task.

In addition to this, 40% of the marks are awarded for courseworkwhich consists of controlled assessment tasks completed in class.

Controlled Assessment 20% Reading: a sustained response to one or more written text(s) that areinstructional / explanatory / persuasive /media texts / reports.

Creative Writing: one assignment which is a sustained response toeither creative / imaginative or transactional / persuasive / discursivewriting tasks from a list specified by WJEC.

Controlled Assessment 20%Speaking and Listening: Candidates will be required to complete twoSpeaking and Listening tasks through the exploration of ideas, texts,problems and/or issues. The tasks will cover the following areas:

• presentation or talk, answering questions, in either a formal orinformal situation (10%)

• group discussion that has a local community/workplace focus or topicwhere candidates have a role and sustain a point of view (10%)

Progression/Career Opportunities:Good GCSE grades are crucial important in today’s competitiveemployment market and also prepare students of progression to ASand A level study.

English GCSE Literature (Higher and Foundation)


Course Description:The main aim is to develop pupils’ ability to read, understand andrespond to a wide range of literary texts, to appreciate the ways inwhich authors achieve their effects and to develop the skillsnecessary for literary study. Candidates will be given opportunities todevelop the skills of critical and analytical reading and to developtheir ideas into extended pieces of coursework. Through their studiespupils have opportunities to reflect on a range of spiritual, moral,ethical, social and cultural issues. Sets 1-3 will sit a Literature paper;sets 4-6 will not sit a Literature paper but will read and study a rangeof set texts, such as the novel, poetry and extracts from aShakespearean play.



Course Content:Study of novels, poetry, plays, short stories written pre and post1900.

Method of Assessment/Examination:Two external examinations. One internal controlled assessment.

Unit 1: EXTERNAL ASSESSMENT 35% (2hrs)Section A: Novel (Other Cultures)Section B: Poetry (Unseen poetry comparison)

Unit 2: EXTERNAL ASSESMENT: 40% (2hrs)Drama: An Inspector Calls (Priestley) and Novel Heroes (Cormier)

Controlled INTERNAL Assessment: 25%Poetry and Drama (Literary Heritage, including Welsh/Irish heritage).An extended essay, comparing a range of poetry with a play byShakespeare.

Progression/Career Opportunities:Good GCSE grades are crucially important in today’s competitiveemployment market and also prepare students for progression to ASand A level study.

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Mathematics ELC


Course Description:This course is offered to those pupils who reach Level 3 or lower atthe end of Key Stage 3. The syllabus enables the pupil to develop apositive and confident attitude towards mathematics, anappreciation of the relevance of mathematics to everyday life andthe ability to understand and communicate mathematically.

It is possible that some pupils will also be entered for GCSEMathematics at the end of the two years.

Accreditation:Entry Level Certificate Level 3, 2 or 1


Course Content:Pupils will be assessed over two years. 69% of the final mark willinclude class based tests, oral tests, investigative and practical tasks.There is a formal final examination in March of Year 11. The classbased test will include units from the following attainment targets.

1. Using and Applying MathematicsPupils will make and monitor decisions to solve problems, communicatemathematically and develop skills of mathematical reasoning.

2. Number and AlgebraUnderstand place value and the decimal number system, solvenumerical problems, understand and use equations and formulae.

3. Shape, Space and MeasuresPupils will understand and use properties of shape, position andmovement, and measures.

4. Handling DataPupils will collect, process, represent and interpret data and estimatethe probabilities of events.

Method of Assessment/Examination:Investigation work, Number, Algebra, Shape, Measures and DataHandling are assessed as follows:

Type of Assessment Percentage of final markClassroom tests 48%Aural tests 5%Practical exercises 6%Investigative tasks 20%External examination 21%

Examination: 21%Tests/Tasks: 79%

Progression/Career Opportunities:Any good accreditation in Mathematics is a foundation for manycareers and post 16 courses.

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Mathematics GCSE


Course Description:Every pupil is required to study Mathematics. Mathematics is used bymany people in their everyday lives, at work and at home. Studentswill study various areas of Mathematics which will be useful whenthey leave school, whether for a job, training placement or furtherstudy. Students will study the subject at two different levels ofdifficulty - Higher and Foundation depending on their ability.



Course Content:Following a course in GCSE Mathematics will encourage students tobe inspired, moved and changed by following a broad, coherent,satisfying and worthwhile course of study. The course will helplearners to develop confidence in, and a positive attitude towards,mathematics and to recognise the importance of mathematics intheir own lives and to society. We will aim to prepare learners tomake informed decisions about the use of technology, themanagement of money, further learning opportunities and careerchoices.

GCSE in mathematics will aim to enable learners:1. develop knowledge, skills and understanding of mathematical

methods and concepts;2. acquire and use problem-solving strategies;3. select and apply mathematical techniques and methods in

mathematical, everyday and real-world situations;

4. reason mathematically, make deductions and inferences and drawconclusions;

5. interpret and communicate mathematical information in avariety of forms appropriate to the information and context.

To reach these aims we will concentrate on:-1. Number Work2. Algebra3. Geometry and Measure4. StatisticsMethod of Assessment/Examination:Exam 100%Course Work 0%

Three Exams - Unit 1 , Unit 2 , Unit 3• Unit 1: Mathematics in Everyday life

Duration: 1¼ hours , Weighting: 30%

• Unit 2: Non-Calculator Mathematics Duration : 1¼ hours , Weighting : 30%

• Unit 3: Calculator-Allowed Mathematics Foundation: Duration: 1½ hrs, Weighting 40%Higher: Duration: 1¾ hrs, Weighting 40%

This is a two year course. Pupils will sit their examinations: • Unit 2: Year 10 - June• Unit 1: Year 11 - January• Unit 3: Year 11 - June

Pupils have 1 opportunity to re-sit each unit.

Progression/Career Opportunities:A pass at 'C' grade or above is a basic requirement for many careers,6th form courses, and university courses. A good GCSE grade isessential to study Mathematics at AS or A Level.

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Science A GCSE

Length of Course:1 year

Course Description:Pupils will study the Science A course in year 10. This is anintroductory course in the fundamental areas of science which leadsto an external examination at the end of the year.

Accreditation:One GCSE grade will be awarded at the end of this course.Grades: A* - G


Course Content:See Subject Leader for details.

Method of Assessment/Examination:Core Science: Biology 1, Chemistry 1, Physics 1 – at the end of year 10.

Examination: 75% Course Work: 25%

Progression/Career Opportunities:Pupils who study the Science A course will have the opportunity tostudy either the GCSE Additional Science Course or the GCSEAdditional Applied Science Course.

Additional Science GCSE

Length of Course:1 year

Course Description:Having studied science in year 10, some pupils will progress to studythe Additional Science in year 11. This course results in a GCSEexamination at the end of year 11. This pathway results in oneindependent GCSE grade being awarded.

Accreditation:One GCSE grade will be awarded at the end of this course.Grades: A* - G



Method of Assessment/Examination:Additional Science: Biology 2, Chemistry 2, Physics 2 – at the end of year 11.


Progression/Career Opportunities:Pupils who study the Core Science course and the Additional Sciencecourse will have the option to study the sciences in year 12.

Triple Science


Course Description:Triple award science: Students receive three GCSE’s: GCSE Biology,GCSE Chemistry and GCSE Physics. These are taught in the sametime allocation as two GCSE’s and will be taught at a faster pace.Each pupil with have the opportunity to sit the Foundation or Highertier course. We welcome learners that have shown interest and ahigh performance at KS3 to form an energetic, enthusiastic andinterested set 1.

Accreditation:Three GCSE grades will be awarded at the end of this course.Grades: A* - G



Method of Assessment/Examination:Core Science: Biology (x3 examinations),Chemistry (x3 examinations), Physics (x3 examinations).


Progression/Career Opportunities:The course provides a strong foundation for pupils wishing to studyHigher Level Science.

Science Routes

Year 10

Triple Science Science A1 GCSE

BTEC Certificate inApplied Science

Year 11

Triple Science Additional Science1 GCSE

BTEC ExtendedCertificate in

Applied Science

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Extended Core Subjects

Personal Future Programme

Physical Education

Religious Education (GCSE Short Course)

Life SkillsThe school strives to offer qualifications and learning pathways thatwill enhance students life skills. We offer two lessons to everystudent in KS4.

BTEC Award Level 2Money and Finance Skills

BTEC Award Level 2Home Cooking Skills Jamie Oliver

Successful students will achieve a BTEC Level 2 Certificate which isequivalent to GCSE grade B.

Pupils in year 10 and 11 are also required to study:

Personal Future Programme Length of Course:2 years

Course Description:The Personal Future Programme is central to all pupils rights withinthe school. The purpose of our program is to ensure that every pupilunderstands the community in which they live. We aim to give themopportunities to develop skills, attitudes, values, knowledge andunderstanding. This will lead them to develop confidently whilematuring to become caring, responsible and complete individualswho will be able to contribute actively to their communities and tosociety in general.

Accreditation: -

Examination Board: -

Course Content:• Drugs Education • Personal Health• Self Defence • Sexual Health• Sustainability • Citizenship• Careers • First Aid• Study Skills

Method of Assessment/Examination:-

Progression/Career Opportunities:These skills are essential for life.

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Religious Studies GCSE Short Course


Course Description:Religious Studies Short Course Specification B Option A

Accreditation:Short Course GCSE Grades A*-G


Course Content:Pupils will study the ‘Religion and Life Issues’ option. During thecourse pupils will study four of the following units of work:

Relationships: Issues involving love, marriage, divorce, sex before marriage, adulteryand the use of contraceptives.

Is it Fair?: Issues involving fairness, unfairness, prejudice and discrimination,racism, sexism and wealth and poverty.

Looking for Meaning: Issues involving God, why believers’ worship, why others disbelieve,how do people respond to God, the sanctity of life and life afterdeath.

Our World: Issues involving care for the world/environment, creation stories, thepurpose and meaning of life, stewardship and animal rights.

During the units of work, pupils will refer to the teachings of tworeligious traditions – Christianity and Judaism. Lessons will also focuson developing key skills.

Method of Assessment/Examination:Pupils will sit a one hour and 45 minutes external examination at theend of year 11.

Progression/Career Opportunities:Pupils will be able to progress to AS and A2 if they wish. A ReligiousStudies qualification is considered by many companies and collegesas evidence that a young person has considered and respected otherswith differing viewpoints. It is also considered useful to many careerchoices e.g. teaching, nursing, medicine, police work, social workers,journalism, television reporting, media and the law.

Physical Education


Course Description:This is a modular course. Some activities will be outdoors, someindoors and some in the classroom. Full PE kit is required for alllessons.

Accreditation:First Aid and Self Defence Certificates.

Examination Board:-

Course Content:Practical units comprising of team games and fitness. Team games willinclude organising and playing a full side game. The role of the officials

and coaches are undertaken by pupils who have acquired the skillsduring the relevant unit. Fitness lessons include a variety of activitiespromoting an active lifestyle including aerobics, circuit training andrunning. Theory units comprise of the basics of First Aid. The SelfDefence unit comprises of avoiding a potential attack and some basicrelease techniques.

Method of Assessment/Examination:-

Progression/Career Opportunities:An active and healthy lifestyle is promoted and is of value to everyindividual as they progress through life.

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Edexcel Level 1 & 2 Award in Money and Finance Skills


Course Description:In the current financial climate, it’s important that young peoplelearn how to manage their money and avoid getting in to debt.During this course students will work towards a financial literacyqualification that will prepare them for life outside the school. Thecourse is relevant to the real world and students will be able to relateto it, meaning they are engaged throughout the learning and will gainreal life skills. Pupils will develop skills in managing their personalfinances in order to be financially secure, and in doing so will achievea nationally recognised qualification.

Accreditation:BTEC Level 1 (L1)BTEC Level 2 (L2)

Examination Board:Edexcel

Course Content:Pupils will work towards achieving either Level 1 (L1) or Level 2 (L2)qualification

Pupils must take four mandatory units (M) and two option units (O)

Unit titles are :-1. Money Matters for Career Planning ................L1 : M2. Managing Money Matters ..................................L1 : M3. Support with money Matters ............................L1 : M4. National and Global Money Matters ..............L1 : M5. Planning an Enterprise Activity ..........................L1 : O6. Running an Enterprise Activity ..........................L1 : O7. Working and Earning ............................................L2 : M8. Saving and Spending ............................................L2 : M9. Borrowing Money and Managing Risk ............L2 : M10. Using Methods of Payment ................................L2 : M11. Using Money Abroad ............................................L2 : O12. Using money to Help Others ............................L2 : O13. Economic & Business Understanding..............L2 : O14. Planning an Enterprise Activity ..........................L2 : O15. Running an Enterprise Activity ..........................L2 : O

Method of Assessment/Examination:Assignments 100% Examination 0%

During each unit pupils will complete set an assignment that will beassessed. Each assignment must be ‘passed’ in order to achieve thequalification. Each unit within the qualification has specificassessment criteria. To achieve a ‘pass’ a pupil must have satisfied allthe assessment criteria.

Progression/Career Opportunities:Pupils will engage in learning that is relevant to them and which will allowthem to develop a range of skills and techniques, personal skills andattributes essential for successful performance in daily life. The Level 1 and2 BTEC qualification is a nationally recognised qualification.

BTEC Level 2 Home Cooking Skills (Jamie Oliver)

Length of Course:1/2 Years

Course Description:This is a very practical course which teaches students to cook avariety of meals.

Accreditation:BTEC Level 2


Course Content:The course develops the students ability to plan and prepare a seriesof nutritious home-cooked meals for breakfast, snacks, lunch anddinner, and helps them understand how to cook economically.

Method of Assessment/Examination:Students will be required to keep a log of meals cooked and there willbe an individual portfolio and work book.

Progression/Career Opportunities:Students will learn a variety of essential life skills and techniques.

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Optional Subjects

Art and Design

Business Studies

Construction

Design and Graphics

Geography

Hairdressing

History

Performing Arts

Physical Education

Psychology

Public Services (work skills)

Sociology

French

Health and Social Care

ITQ

The Optional Subjects are listed. You will be required to choose four subjects. We will be advising you as you make your choices in orderthat you take the most appropriate learning pathway for your future.

Art and Design GCSE


Course Description:Art and Design plays a very important part in our everyday existencesince the things we see around us affect us all our lives. This coursewill give the pupils the opportunity to develop and stimulate theirvisual skills. Moreover the career prospects in this field are rapidlyincreasing.

Accreditation:A* - G


Course Content:The pupils will be given the opportunity to work in a number ofdifferent fields; e.g.:

(i) Drawing and Painting.

(ii) Graphics - Letter form, Printmaking, Commercial Design.

(iii)Textiles - Weaving, Embroidery, Dying, Fashion etc.

(iv) 3 Dimensional Work - Sculpture, Ceramics, Theatre design.

Method of Assessment/Examination:The examination will consist of two elements, namely a controlledtest (40%) and the presentation of coursework (60%).

The Controlled Test - 40% of the marks

A list of tests will be issued on a specified date and candidates; willbe allowed about a month in which to carry out preparatory work.

The test itself will consist of a 5 hour session on a specified dayfollowed by other sessions over the following week.(10 hours in total)

Coursework - 60% of the marks

Every candidate's Coursework will be composed of a portfolio and 1unit.

Two special studies which are of visual, historical or cultural interestand involves a personal response.

Examination: 40%Course Work: 60%

Progression/Career Opportunities:AS and A2, Foundation and Degree.

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BTEC Extended First Certificate Business (Level 2)


Course Description:BTEC Firsts are Level 2 qualifications designed to provide specialistwork-related qualifications in a range of sectors. They give learnersthe knowledge, understanding and skills that they need to prepare foremployment or further study.

The BTEC Extended first certificate will give learners anunderstanding of business organisations as well as practical skillsrequired in workplace settings and in setting up a business.

The qualification is equivalent to 2 GCSEs grades A*- C

Accreditation:BTEC Extended First Certificate in Business

Examination Board:EDEXCEL

Course Content:All students will be required to study:Unit 1: Business Purpose Unit 2: Business OrganisationsUnit 3: Financial Forecasting for BusinessUnit 8: Business Communication through DocumentationUnit 11: Customer Relations in Business

Method of Assessment/Examination:Assessment will be through the medium of assignments and practicalassessment.

Assignment portfolios will be graded: Pass, Merit or Distinction.

Progression/Career Opportunities:On successful completion of a BTEC First qualification, learners canprogress to or within employment and/or continue their study in thesame or related vocational area.

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DT Graphic Products GCSE


Course Description:A GCSE course in Design and Technology offers an opportunity forcandidates to identify and solve real problems by designing andmaking products in a wide range of contexts relating to their personalinterests. As a fundamental part of their course, candidates shoulddesign and make products. Design and Technology developscandidates’ interdisciplinary skills, all six of the key skills, and theircapacity for imaginative, innovative thinking, creativity andindependence. The study of Design and Technology prepares pupilsfor living in a society that has become increasingly dependent onnew advances in technology. It is based upon the view that Designand Technology is essentially a practical activity concerned withdeveloping candidates' competence to solve a wide variety of designproblems, drawing on a broad base of knowledge and skills. Afundamental element of this course is to encourage candidates tofollow a flexible and broad-based approach when designing andmaking products.

Accreditation:Grades A* - G


Course Content:Design and Technology in Graphic Products is an established GCSEcourse within the suite of GCSE specifications offered by the WJEC.The course provides opportunities for students to apply aesthetic,moral, social, economic and industrial awareness in their design work.Students are encouraged to use a range of communication skills,including verbal, graphical, ICT and modelling skills, to help theirthinking and their ability to take action in the process of designing.Candidates will have the opportunity to analyse and evaluatesituations, design and make products and then appraise theirperformance. As a fundamental part of the course, candidates willdesign and make products. They will carry out activities related toindustrial practices and the application of systems and control withintheir designing and making of these. An opportunity to work with a

range of materials will be provided. Subject matter will be presentedin a stimulating and interesting way to promote discussion andresearch. Candidates will be given the opportunity to experience thevariety of roles involved in design and technology; client, designer,maker, manager, user etc, and will be encouraged to consider therelationship between technology and society. Through the medium ofGraphic Products, candidates will have the opportunity to experienceand understand graphics in relation to a design, test and makeapproach, in which the selection and presentation of informationmakes possible the solution of specific problems.

Method of Assessment/Examination:(i) Unit 1: End of course examination (40%) (Single Paper 2 hoursduration)Section A 20% (60 marks)Four compulsory questions related specifically to the focus area.

Section B 20% (60 marks)Four compulsory questions based on the world of Design andTechnology and specification content.

(ii) Unit 2: Design and Make Task (60%)(Controlled Assessment)

Part A: Carry out an analysis of the problem, write a design specification,generate a range of ideas, develop a solution and produce the detailsof the final solution. (10 guided hours).

Part B: Plan the making process, carry out the making and evaluate project.(20 guided hours).


Progression/Career Opportunities:It provides an invaluable experience that may be applied to manyfuture choices of career, including: Architect, Animator, ArchitectTechnician, Building Surveyor, Cartographer, Desk-top Publisher,Graphic Designer, Magazine Editor, Photographer, Product Designer,Town Planner, Website Designer.

BTEC Level 2 – First Certificate in Construction


Accreditation:BTEC First Certificate (Grade equivalences GCSE: C – Pass, B – Merit,A – Distinction).BTEC Introductory Certificate (Grade equivalences GCSE: D-G).


Course content:This is a 15 credit course. There are two compulsory units:

1. Structure of the Construction Industry.2. Attitude and Health and Safety in Construction.Additional optional

units are:• Science and Mathematics in Construction.• Construction processes in domestic buildings.• Design techniques.• Carpentry work.• Trowel work.• Painting and decorating.

Method of assessment/Examination:Assessment by multiple choice tests, work books and possibly on-linetesting throughout the course.

Progression/Career opportunities:This course has aspects and clear experiences which lead to extendedLevel 2 or Level 3 study in various fields of construction.

NOTE:This course is offered at Bridgend College. There will be a limit tohow many can choose this option because of Health and Safetyconsiderations in the workplace. Because of this and timetablingimplications priority will be given to pupils who also choose MotorVehicle Maintenance.

A member of staff will accompany the group to college and bepresent in the workplace.

The pupils who choose this course will also follow Work Skills Level 2.(Equivalent to Grade B GCSE).

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Geography GCSE


Course Description:Geography is interesting and relevant to your lives - it is the study ofthe world around us, in Wales, Europe and the World. You will betaken on a voyage to study environmental and social issues in avariety of places including - Cardiff, National Parks in Kenya, rural andurban areas in Brazil, Arizona in the USA, and Bangladesh. A widerange of themes will be studied, as noted below in the coursecontent, and a great emphasis is placed on the pupils developingtheir key skills by giving many opportunities to develop their skills,solving problems and to work independently. An emphasis is placeson the pupils developing a mature understanding of contemporaryissues, with the aim of developing them into responsible citizens whoappreciate the need for sustainable development and an awarenessof the viewpoints of other people.



Course Content:GCSE Geography Specification B• Theme 1: Challenges of Living in a Built Environment• Theme 2: People and the Natural World Interactions• Theme 3: Uneven Development and Sustainable Environments

Method of Assessment/Examination:Unit 1: Challenges and Interactions in Geography (30%)Written Paper: 1 hour (Foundation and Higher)

Two compulsory structured questions, one from Theme 1 and onefrom Theme 2, each containing a choice of case study.

Unit 2: Development and Problem Solving Geography (45%)Written Paper: 2 hours (Foundation and Higher)

Section A: One compulsory structured question from Theme 3,containing a choice of case study.

Section B: A cross-unit problem solving exercise structured in threeparts.

Unit 3: Geographical Enquiry (25%)Controlled Assessment: An enquiry based on fieldwork (15%) and anissue based research (10%)


Progression/Career Opportunities:One of the advantages of Geography is that it is a very useful subjectfor further study in a range of courses in further and higher educationand a variety of careers. As a subject it bridges the arts and thesciences and contains a breadth of skills and experiences valued bycolleges and employers throughout the country. In the past, ourstudents went onto a variety of fields including Law, Geology,Medicine, Town and Country Planning, Psychology, Business,Computing, Education, Engineering, Journalism and Media, andLeisure and Tourism.

Hairdressing NVQ


Course Description:The school is very proud to have its own hairdressing salon – “Cwiff”.

The salon is equipped with the necessary facilities for a professionalhairdressing centre, which includes 14 work units, dryers, hairwashing facilities etc.

We hope to establish links with local hairdressing salons in order togive the pupils additional practical experiences.

Accreditation:Year 10 pupils study the City and Guilds NVQ Level 1 whilst Year 11pupils complete the NVQ Level 1 course.

Examination Board:V.T.C.T.

Course Content:To be arranged

Method of Assessment/Examination:Continuous assessment based on units of work, including a written test atthe end of each unit of work.

Progression/Career Opportunities:HairdressingAromatherapyBeauty TherapyReflexologyWorking with peopleHealth and Medical CareersComplimentary medicinePodiatrist/ChiropodistDieticianPhysiotherapy and Sports TherapyPosts on Cruise ShipsModellingBeauty Consultant

NOTE:A member of staff will accompany the group tocollege and be present in the workplace.

The pupils who choose this course will also followWork Skills Level 2. (Equivalent to Grade B GCSE).

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History GCSE


Course Description:This GCSE History specification allows you to acquire and effectivelycommunicate knowledge and understanding of two different periods.The first, an in-depth study on German History, c.1919-1945, thesecond is a combination of an in-depth-study on American Historyfrom 1910-1929 and a further paper based on an outline period ofAmerican History, c.1929-2000, allowing students the opportunity todevelop an up-to-date understanding of American History. The coursealso offers a range of opportunities to acquire naturally occuringevidence for your Key Skills Portfolio since each of the six skills are anintegral part of the course. This course will ceratinly develop yourinterest in and enthusiasm for history.



Course Content:Unit 1 (In-depth Study):Hitler's Germany, 1919-1945This unit focuses in-depth on the growth of Nazism and the power ofHitler, the ways the Nazis affected the lives of the people ofGermany up to 1939 and how Germany and its people were affectedby the Second World War.

Unit 2 (In-Depth Study)The USA 1910-1929This unit focuses in-depth on the history of the United States ofAmerica during the period of social, cultural, economic and politicalchange. Candidates will be required to consider the role of theindividuals such as Al Capone and the Chicago Gangsters, the effectsof the Wall Street Crash, the Monkey Trail and the changing role andstatus of women.

Unit 3 (Outline Study)The USA 1929-2000This unit is an overview of American history during the TwentiethCentury - an exciting period of history which includes such aspects asthe Second World War, the Cold War, the Cuban Missile Crisis and theVietnam War, the status of black people in America, the KKK,Martin Luther King and Malcolm X.

Method of Assessment/Examination:All pupils will sit the same examinations and all have the chance toattain an A* grade.

There are two examinations:• Paper 1 (2 hours)

which assesses units 1 and 2 (50%)• Paper 2 (1 hour)

which assesses Unit 3 (25%)

Internal AssessmentThe remaining 25% is awarded for answering one historicalinvestigation.

There will be an opportunity for students to sit the Unit 3examination at the end of Year 10. This could be re-sat at the end ofYear 11, with Units 1 and 2, if necessary.

Examination: 75%Controlled assessment: 25%

Progression/Career Opportunities:GCSE History is recognised as an excellent qualification. Employersand Universtities regard History students as having the ability toorganise themselves well, capable of reserching independently andforming balanced judgements. History provides an excellentgrounding for many future degree courses and careers. Many previousSixth Form History students have continued to develop their skills byfollowing courses such as Medicine, Law, Jounalism, Civil Service andTeaching to name but a few.

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GCSE Performing Arts (Single and Double Award)

Length of Course:2 years –This is a possible 2 GCSE course. In Year 10 pupils will studyUnits 1+2 for 1 GCSE and Unit 3+4 in Year 11 for the 2nd GCSE.

Course Description:Either in the fields of Music OR Drama, candidates will beexpected to:• develop and demonstrate skills in a variety of practical, creative

and performing work;• develop an understanding of working in the Creative Arts industry;• understand the Performing Arts industry as a practitioner and as a

spectator;• work creatively and imaginatively in a collaborative contexts,

creating, developing and communicating ideas;• will analyse and evaluate their own work and the work of others;• understand the necessary elements required to create

performances for an audience.


Course Content:

Unit 1:Exploring Performing Arts and the Performing Arts Industry (60%)

Task 1 Developing Performing Arts Skills (30%)

Task 2 Knowledge of the Performing Arts Industry (15%)

Task 3 Preparation for Performance (15%)

Unit 2:Themed Showcase Performance (40%)

Unit 3:Developing Knowledge and Understanding of the Performing Arts andthe Performing Arts industry (60%)

Task 1 New Skill Development Plan (30%)

Task 2 Extended Performing Arts Learning (15%)

Task 3 Proposal for a Commissioned Performance (15%)

Unit 4:Unit 4 Commissioned Performance (40%)

Method of Assessment/Examination: Unit 1 60% Controlled Assessment

Unit 2 40% External Assessment

Unit 3 60% Controlled Assessment

Unit 4 40% External Assessment

Progression/Career Opportunities:This course provides a suitable foundation for the study of GCEPerforming Arts courses, for a range of level 2 or 3 coursesspecialising in Performing Arts or direct entry into employment asperformers or technical support in the Performing Arts industry.

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Physical Education GCSE and GCSE Short Course


Course Description:A high percentage of the course will be taught in a classroom due to thedifferent scientific , psychological and social elements that have to betaught and understood.The course gives an outlook into the study ofPhysical Education in the sixth form. Candidates must have a wideinterest in Sport to enable them to encompass four activities.The pupilsneed to have reached a school representation standard.This ensures thelevel of commitment required for the practical area. Candidates will needto be assessed as a performer, coach or referee in their chosen sports.

Unit 1: Factors affecting exercise, performance, health, well-being andlifestyle choices (40%)

Unit 2: Performance in Physical Education (60%) Practical ControlledAssessment

Accreditation:A* - U


Course Content:60% Practical. Candidates must perform 4 different activities (only 2activities for the short course). Each activity carries the same marks andare made up as shown: Performance; Planning and Evaluating;Understanding of the rules; Understanding of Risk Asessment. Note thatthere needs to be a deeper understanding to all the activities. It is not justthe performance in an activity that is being considered.

40% Theory. This work is taught through 7 units. The skeletal andMuscular system; Fitness Components; Fitness Testing: The effect ofexercise on the body systems; Sport in Society; Nutrition for Athletes;Psychology in Sport.

Method of Assessment/Examination:

Practical:Continous asessment over the two years in keeping with seasonalactivities such as cricket and athletics. All pupils must be fully commitedto every activity on offer in school so that correct and fair standardisationof everyone's ability can be done. It is only on production of a Doctor'snote thay a pupil will be given permission not to participate in practicalactivities. The pupil concernen will not be awardwd a mark for theactivities that are missed.

Theory:Frequent tests are given throughout the units and at the end of eachunit..Homework will be set with all marks collected and monitored.

Practical Examination:There will be two Practical Examination Days .One internally with the P EDepartment monitoring and standardising pupils work .There will beanother day with the External Examiner where all pupils must be ready toperform and show knowledge in their chosen sports.

Theory:One exam paper encompassing all the work learnt in the theory lessons.

Section A: Fitness Components and Sport in Society(short course only do Section A).

Section B: All theoretical components including those examined inPaper 1.

Examination: 40%Course/Practical Work: 60%

Progression/Career Opportunities:The course provides a good foundation to continue studying PhysicalEducation at AS, A Level or BTEC prior to a Degree course at University.

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Psychology GCSE


Course Description:Psychology is the scientific study of human thinking and behaviour.The course aims to develop both candidates’ psychological skills andknowledge regarding why people behave and think in the way thatthey do. It offers them the opportunity to look at how Psychologiststry to understand people and their interactions with the world. Thiscourse introduces candidates to identify, understand and evaluate keytheories and issues from the field. It offers them the opportunity tolook at some of the explanations and studies from various fieldswithin Psychology, such as social, biological, cognitive, moral, culturaland contemporary issues.

Accreditation:Grades A* – G


Course Content:The GCSE qualification focuses on the following:

• Consequences and significance of Psychology within our society• Explanations of theories and models within Psychology• Awareness of methodological and ethical issues within

Psychology

In order to achieve this, candidates will focus on various core areas ofPsychology in the completion of 2 units.

UNIT 1: Biological, Social and Developmental Psychology (including work onthe brain, stress, conformity, discrimination, gender development andanimal behaviour).

UNIT 2: Cognitive Psychology, Individual Differences, Ethics and Research Issues(including work on memory, optical illusions, cognitive development,mental health, treatments and designing an investigation).

Each of the units looks at how psychology can be applied in apractical setting.

Method of Assessment/Examination:The GCSE Level is examined in two written papers which includeUNIT 1 – 1 hour 30 minutes (50%) and UNIT 2 – 1 hour 30 minutes(50%). It is possible to sit unit 1 at the end of year 10.


Progression/Career Opportunities:Psychology is seen by many as an ideal subject that goes well with a widevariety of other GCSE subjects in a variety of fields. Psychology, as asubject, complements Sociology, Health and Social Care and Scientificsubjects very well. The subject will be particularly appropriate for thosewho would like to continue to study the subject to AS / A level. Thesubject is a strong foundation for pupils interested in a wide variety ofcareers due to the various skills that are developed throughout the course.Psychology is an extremely useful subject for careers in the scientific fielde.g. medicine, teaching, counselling, sport, police or forensic psychology,health and care field, law, journalism and business and marketing.

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Public Services (BTEC Certificate or Extended Certificate)


Course Description:The BTEC First programme provides the knowledge, skills andunderstanding you will need when moving towards a career in theuniformed public services such as Police, Fire Services or prisonservice , Army, Royal Air Force and / or the Royal Navy. Pupils whochoose this course would benefit from also choosing PhysicalEducation.

Accreditation:BTEC Certificate – the equivalent of one GCSE gradeBTEC Extended Certificate – the equivalent of two GCSE grades Pass, Merit and Distinction grades can be awardedExamination Board:Edexcel

Course Content:The structure of the course allows you to develop your interest andgain a broad foundation, and it introduces you to new areas such aslaw and its impact on the individual, the effect of crime, landnavigation by map and compass.

Core units include an investigation of employment in the uniformedPublic Services, the skills required as well as Fitness and OutdoorActivities.

The school works closely with a wide range of uniformed publicservices to deliver and assess this programme.

Method of Assessment/Examination:This course is continually assessed. You will need to successfully completean assignment per unit, and complete additional tasks for the merit anddistinction grades.

Units taught in year 10 will be assessed in year 10 whilst units delivered inyear 11 will be assessed in year 11.

There will be no formal examinations.

Progression/Career Opportunities:On successful completion of this programme the school offers the BTECSubsidiary Diploma qualification (equivalent to one A level grade) in years12 and 13.

The First Diploma and National qualification can be seen as a steepingstone towards entering initial employment as a Police CommunitySupport Officer, An Army soldier, or an RAF airman/airwoman.

BTEC Work Skills Level 2


Accreditation:BTEC Level 2 (equivalent to GCSE grade B).


Course Content:Students are required to obtain 13 credits from activities within thecourse units. The school will offer experiences from the followingunits.

• Looking for a jobSubmitting a job applicationPreparing for interviewInterview skills

• Developing personal leadership skillsPracticing leadership skills with others.Working as a team

• Preparing for a period of work experienceLearning from work experience

• Managing money

Method of Assessment/Examination:Assessment by completing a portfolio of work.

Progression/Career Opportunities:Pupils taking this course will be expected to partake in outdooractivities.

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Sociology GCSE


Course Description:Sociology is the study of social relationships and institutions.Sociology can be described as a study of society and the effect ofthat society on the behaviour of an individual. The course will givepupils the opportunity to understand and analyse their society andsocieties in other areas and countries. The aim of the course is todevelop skills and knowledge regarding human behaviour and theeffects of culture and society on a person. The course presentscandidates with an opportunity to appreciate, understand andevaluate key theories and issues within society.

Accreditation:Grades - A*- G


Course Content:Whilst studying the content the pupils will:-

(i) extend their knowledge and understanding of the subject

(ii) develop the ability to analyse and interpret evidence

(iii) develop research skills

In order to achieve this, candidates will focus on various core areas ofSociology in the completion of 2 units.

ContentUnit 1: Understanding Social Process (50% of the marks) -

a) Core - culture and socialisation, research methodsb) Option - a study of one of the following; The Family,

Education, Mass Media, Sport.

Unit 2: Understanding Social Structures (50% of the marks) -a) Core - inequality and power, research methodsb) Option - a study of one of the following; Crime, Work,

Global Citizenship.

Method of Assessment/Examination:The GCSE Level is examined in two written papers which includeUNIT 1 – 1 hour 30 minutes and UNIT 2 – 1 hour 30 minutes. It ispossible to sit unit 1 at the end of year 10.


Progression/Career Opportunities:Sociology is a subject which has clear liks with a wide variety of otherGCSE subjects. Sociology, as a subject, complements Psychology, Healthand Social Care, Public services, Geography, Media, Business studies andSport. The subject will be particularly appropriate for those who would liketo continue to study the subject in the sixth form at AS/A level. Thesubject is a strong foundation for pupils interested in a wide variety ofcareers due to the fact that Sociology is useful and relevant in a widevariety of occupations. Sociology is an extremely useful subject forcareers in the care sector such as nursing, social work and health, publicservices, business and sport as well as careers in civil services and theuniformed and non-uniformed services.

French GCSE


Course Description:To develop the pupil's ability to use the modern language as a means fordirect and effective communication. The course is based on relevant andmodern-day themes and encompasses primarily the target languagecountry but also in a European context taking the importance of the wideuse of foreign language into consideration.



Course Content:Candidates will be required to:• listen and respond to different types of spoken language;• express themselves in speech using a range of vocabulary, syntax and

structures;• read and respond to different types of written language, including texts

from ICT based sources;• express themselves in writing using a range of vocabulary, syntax and

structures;• understand and apply the grammar of the modern foreign language• respond to materials from countries and communities where the

modern foreign language is spoken.

The content that will be studied at Key Stage 4 will cover the followingbroad contexts: Everyday activities, Personal and social life, The worldaround us, The world of work, The international world.

Method of Assessment/Examination:Candidates will be examined according to the four prescribed skillcategories as explained below:

Unit 1: Listening (20%) (Higher or Foundation tier)Listening Comprehension with non-verbal responses and verbal responsesin Welsh.

Unit 2: Speaking (30%) Controlled Assessment (untiered)2 tasks: Structured conversation and Presentation and discussion

Unit 3: Reading (20%)Reading comprehension with non-verbal and verbal responses in Welsh.

Unit 4: Writing (30%) Controlled Assessment (untiered)2 written tasks from different contexts.

Tiers can be mixed.

Examination: 40%Controlled Assessment: 60%

Progression/Career Opportunities:More and more these days, many noted universities are looking forcandidates with a qualification in a Modern Foreign Language. Frenchcompliments many subjects because of the numerous opportunities thatarise to use languages in any chosen career. There are so many optionsavailable to you. Here are a few: media, market research, personalassistant, recruiting agency, interpretor,translator, languages teacher, TheForeign Office, travel and tourism industry, engineering, marketing,technology, voluntary and charitable work.

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Health and Social Care GCSE


Course Description:The Health and Social Care course allows pupils to develop knowledgeand skills of the various concepts that form the basis for working in theHealth and Social care field. The course includes information on humandevelopment, how to encourage good health and fitness, awareness ofthe importance of confidentiality and how to encourage and ensure therights of individual’s through effective communication. The skills that aredeveloped during the course are essential skills for working within the fieldof health and care in the future ac provide a strong practical grounding fornumerous careers in the health/care profession.



Course Content:The GCSE qualification focuses on the following:

• understanding aspects of personal development, and the health, socialcare and early years sectors

• developing a critical and analytical approach to problem-solvingwithin the health, social care and early years sectors

• examining issues which affect the nature and quality of human life Inorder to achieve this, candidates will focus on various core areas ofPsychology in the completion of 2 units.

• UNIT 1: Health, Social Care and Children's Services (includinginvestigating the way health services and social services are structuredand the various careers within the services)

• UNIT 2: Human Growth and Development (including knowledge onhow people grow and develop throughout their lives, the changes thatwe face during our lives and the support available).

Each of the units looks at how we can apply the concepts in a practicaland occupational setting.

Method of Assessment/Examination:Unit 1-completing a portfolio of workUnit 2-an external exam for 1 hour and a quarter

Portfolio: 60%Examination: 40%

Progression/Career Opportunities:The Health and Social Care course goes well with a wide variety ofother GCSE subjects, for example Psychology, Sociology and PublicServices. It is possible to progress further and study Health and SocialCare at AS / A level in the sixth form and success within the course isbeneficial when applying for a related course at University level or anapplication for work/training within the health and social field.Students that have followed the course have successfully followedcareers in a wide variety of areas i.e. youth work, the police, nursing,the care sector, teaching and midwifery.

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Level 2 Certificate in IT User Skills (ITQ)


Course Description:The ICT Department is very pleased to introduce this exciting new coursefor pupils in Year 10 .

We feel that this course provides a broad cross-section of IT experiencesthat are appropriate for the digital society we all are a part of. This courseprovides good IT skills as a stand-alone subject, and also combines wellwith any course that is likely to make use of ICT.

Accreditation:ITQ - Credit Value: 16 ( Grade B GCSE Equivalent )

Examination Board:OCR (Microsoft Office Specialist - MOS)

Course Content:1. MOS Word 2013 (25 % - 4 credits)

Develop communication skills using MS Word 2013.

2. MOS PowerPoint 2013 (25 % - 4 credits)Develop communication skills using MS Powerpoint 2013.

3. MOS Excel 2013 (25 % - 4 credits)Develop communication and numeracy skills using MS Excel 2013.

4 . Improving Productivity Using IT (Project ) (25 % - 4 credits)

The unit uses all the information from previous units to show how ICThelps improve productivity.

Pupils describe ways to make further improvements to work andcould include more efficient and effective ways of doing things, suchas using energy saving software.

Method of Assessment/Examination:Examination: 75 % (e - examination )Coursework / Project: 25 %

Progression/Career Opportunities:A good choice for improving career opportunities, as students willhave a broad base of ICT skills in digital world and can preparestudents for Information Technology AS/A2 .

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